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- About us
https://webcdn.mmu.ac.uk/profiles/img/profile-images/Phung-Dao-crop-145x145-5c361b6a48b53.jpg
PhD in Applied Linguistics, Concordia University, Canada (2014-2017)
MA in Applied Linguistics, The University of Queensland, Australia (2011-2012)
BA in Language Teaching, An Giang University, Vietnam (2003-2007)
Fellow of the Higher Education Academy
Current employment
Lecturer, Manchester Metropoltian University (2018-now)
Previous teaching in Applied Linguistics
Undergraduate modules
Postgraduate modules
Current teaching
Undergraduate modules
Graduate modules
My research interests are situated in the general area of applied linguistics, more specifically second language (L2) acquisition and technology for L2 learning and teaching. My current research focus is to investigate how peer interaction (both face-to-face and computer-mediated communication) positively contributes to the learning of EFL/ESL and how teachers faciliate this face-to-face and technology-enhanced interaction within the context of classroom. The goal of this research line is to investigate how researchers and instructors can promote effective interaction by exploring which task features, implementation condition, and cognitive, social and contextual factors affect this learning process.
Research interests and PhD supervision: language and technology, classroom second language acquisition, peer interaction, learner engagement, Task-Based Language Teaching (TBLT), second language pedagogy, Computer-Mediated Communication (CMC), and Teacher Education.
Book (under contract)
Current funded research projects:
Past funded research projects:
Book chapter
Journal articles
P. Trofimovich, K. McDonough, P. Dao, D. Abashidze (2022). Attitudinal bias, individual differences, and second language speakers’ interactional performance. Applied Linguistics Review. 13(1), pp.99-116.
PHUNG. Dao, MAI. Nguyen, NBC. Nguyen (2020). Effect of pronunciation instruction on L2 learners’ listening comprehension. Journal of Second Language Pronunciation. 7(1), pp.10-37.
K. McDonough, P. Trofimovich, P. Dao, D. Abashidze (2020). Eye gaze and L2 speakers’ responses to recasts: a systematic replication study of McDonough, Crowther, Kielstra and Trofimovich (2015). Language Teaching. 53(1), pp.81-95.
P. Dao (2019). Effects of task goal orientation on learner engagement in task performance. International Review of Applied Linguistics in Language Teaching. 59(3), pp.315-334.
P. Dao, P. Trofimovich, S. Kennedy (2018). Structural alignment in L2 task-based interaction. ITL: International journal of applied linguistics. 169(2), pp.293-320.
P. Dao, N. Iwashita (2018). Teacher mediation in L2 classroom task-based interaction. System. 74, pp.183-193.
P. Dao, K. McDonough (2018). Effect of proficiency on Vietnamese EFL learners’ engagement in peer interaction. International Journal of Educational Research. 88, pp.60-72.
P. Dao, N. Iwashita, E. Gatbonton (2017). Learner attention to form in ACCESS task-based interaction. Language Teaching Research. 21(4), pp.454-479.
P. Dao, K. McDonough (2017). The effect of task role on Vietnamese EFL learners' collaboration in mixed proficiency dyads. System. 65, pp.15-24.
K. McDonough, P. Trofimovich, P. Dao, A. Dion (2016). Eye gaze and production accuracy predict English L2 speakers' morphosyntactic learning. Studies in Second Language Acquisition. 39(4), pp.851-868.
N. Iwashita, P. Dao (2021). Peer feedback in L2 oral interaction. In: The Cambridge Handbook of Corrective Feedback in Language Learning and Teaching. Cambridge University Press,
Recent presentations
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Fellow of the Higher Education Academy